Recent scholarship reveals how English can be disproportionately privileged in dual language bilingual education (DLBE) programming (Cervantes‐Soon et al., 2017; Valdés, 1997). Through a program designed to serve Brazilian (im)migrant populations, this study expands the scope of DLBE research. This study took place in the U.S. state of Massachusetts, which has just emerged from a 15‐year period of English‐only legislation. It explores language status in a context of Portuguese Brazilian (im)migrant experience that has been largely unexplored in the TESOL literature. The researchers argue that there are three main dynamics of equity and language practices that need examination. While dual language teachers highly valued instruction in Portuguese, not all community stakeholders viewed Portuguese as a valuable language, accentuating inequalities in the experiences of children in the classroom. Brazilian immigrant children actively positioned themselves as experts during Portuguese instruction, however, often, they did not enjoy the attention and support that their English‐dominant peers experienced. Finally, Brazilian immigrant students' participation in the Portuguese‐led portions of the day was not conducive to further development of their advanced Portuguese knowledge. Through the combination of these dynamics, Brazilian immigrant children elevated the status of the language in their formal instructional environment, but were not themselves afforded a similarly high status.

中文翻译：

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“欧精，我知道”：葡萄牙语-英语双语双语教育计划中的平等和移民经验

最近的一项奖学金揭示了如何在双语双语教育（DLBE）编程中不成比例地享有英语特权（Cervantes-Soon等人，2017;Valdés，1997）。通过旨在服务巴西（移民）人口的计划，本研究扩展了DLBE研究的范围。这项研究是在美国马萨诸塞州进行的，该州刚刚摆脱了仅15年的英语立法时期。它以葡萄牙葡萄牙语（im）移民经验为背景来探讨语言地位，而该经验在TESOL文献中尚未得到充分探讨。研究人员认为，平等和语言实践的三个主要动力需要检验。尽管双语教师高度重视葡萄牙语教学，但并非所有社区利益相关者都将葡萄牙语视为一种有价值的语言，加剧儿童在课堂上的体验中的不平等。巴西移民儿童在葡萄牙语教学中积极地将自己定位为专家，但是，他们经常没有得到英语为主的同龄人所给予的关注和支持。最后，巴西移民学生一天中以葡萄牙语为主导的课程的参加不利于进一步发展他们的葡萄牙语高级知识。通过这些动态的结合，巴西移民儿童在正式的教学环境中提高了该语言的地位，但自己却没有得到同样高的地位。他们没有像以英语为母语的同龄人那样受到关注和支持。最后，巴西移民学生一天中以葡萄牙语为主导的课程的参加不利于进一步发展他们的葡萄牙语高级知识。通过这些动态的结合，巴西移民儿童在正式的教学环境中提高了该语言的地位，但自己却没有得到同样高的地位。他们没有像以英语为母语的同龄人那样受到关注和支持。最后，巴西移民学生一天中以葡萄牙语为主导的课程的参加不利于进一步发展他们的葡萄牙语高级知识。通过这些动态的结合，巴西移民儿童在正式的教学环境中提高了该语言的地位，但自己却没有得到同样高的地位。